CUR101 Curriculum Framework 25.4

Curriculum Framework Policy V4

Reference:
Education (Early Childhood Services) Regulations 2008, Licensing Criteria C101-104, 107-110, C111-C113.

Curricula:
Te Whāriki is underpinned by a vision for tamariki who are competent and confident learners and
communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the
knowledge that they make a valued contribution to society.

MJ2Ex (Montessori Journey to Excellence)
MJ2Ex document supports kaiako to deliver an authentic Montessori programme. Learning
outcomes for Tamariki were developed to further guide Kaiako.

The Montessori Philosophy approach to tamariki learning and development involves tamariki learning from
their interactions and engagement with their environment and the people around them. Tamariki
need warm and trusting relationships in predictable, safe, stimulating and nurturing environments.
Our environment and use of space, the choice of materials and resources
all contribute to the learning outcomes of tamariki and their engagement with our curriculum.

Statement of Intent:
This Curriculum Framework Policy specifies the individual processes and shows how we plan for,
implement and assess our curriculum programme, as well as how we measure our effectiveness
in providing an environment that enables tamariki to make progress towards their learning
outcomes.

Our Curriculum Framework Policy reflects our team approach to the way we:

Follow the Montessori Philosophy for tamariki learning and development. This lays the foundation for how and why we do things at our preschool.
Use the guiding principles, strands and goals of the NZ ECE Curriculum Te Whāriki to support our Montessori Philosophy to learning and development for our tamariki.
Use the four guiding essential elements as outlined in MJ2Ex along with implementing the learning outcomes in our planning and assessment for Tamariki.
Plan, implement and evaluate the learning outcomes for tamariki in our care through a sound knowledge of our local curriculum programme. At the very heart of this programme lies the principles of the Montessori philosophy, supported by the principles, strands and goals of Te Whāriki and essential elements of MJ2Ex.
Capture the voice of parents/whānau/caregivers and tamariki in the development and future refinement of our local curriculum programme.
On the way we respond to our local curriculum priorities.

Montessori Principles…
Follow the child
Prepared environment
Sensitive Periods
Absorbent Mind
Freedom of Choice
Self-discipline
Control of Error

MJ2Ex:
Essential Elements for Kaiako/Learning outcomes for Tamariki
Whakamanawatanga/to inspire & give confidence
Mana Kaitiakitanga/responsibility of self, others and environment
Mana Motuhake/independence
Mana whanaungatanga/connection

Te Whāriki…
Principles: Strands
Whanau tangata/Family & Community Mana atua/WellBeing
Ngā Hononga/Relationships Mana whenua/Belonging
Whakamana/Empowerment Mana tangata/Contribution
Kotahitanga/Holistic Development Mana reo/Communication
Mana Aotūroa/Exploration

This Curriculum Framework Policy:

Provides a framework for how we integrate our philosophy, values and curriculum priorities into our local curriculum
Explains how Te Whāriki is interpreted in the context of our preschool and how it reflects the local community’s needs and aspirations
Demonstrates how kaiako implement a high quality curriculum
Explains the preschool-specific approach of monitoring learning and development and how this aligns with the Learning Outcomes

In achieving the above, shows how the preschool complies with Licensing Criteria C1 to C13.

Responsibilities:
Head Kaiako:

Job descriptions for kaiako reference the curriculum, the Standards for the Teaching Profession and The Code of Professional Responsibility
Commitment to provide any professional development as required to implement the curriculum, the Standards for the Teaching Profession and Code of Professional Responsibility
Provide any supporting resources as required
Head kaiako and kaiako co-construct and share with parents/whānau/caregivers the preschool philosophy and curriculum programme, ensuring that this is responsive to our own unique context
Provide sufficient non-contact time for kaiako to plan, assess and evaluate tamariki learning
Have the appropriate systems in place to support both group and individual learning
Have a system of regular review in place that allows for reflection and evaluation of teaching practices and learning outcomes, amongst other performance elements
Ensure kaiako have the relevant qualifications, knowledge and skills to support tamariki to experience positive learning outcomes
Ensure the preschool’s strategic plan, kaiako professional development practices and kaiako professional growth cycle (PGC) system aligns with Te Whāriki
Engage in a positive, supportive, meaningful PGC process for kaiako with the aim to identify professional growth, achievement and responsibility for each team member.

Kaiako:

Be responsible for developing a local curriculum programme based on the vision and philosophy and local curriculum priorities of the preschool which will reflect the Montessori approach to tamariki learning and development that supported by the principles, strands and goals as outlined in Te Whāriki
Have a sound knowledge and understanding about tamariki learning and development alongside theoretical knowledge
Participate in professional development for ongoing learning
Plan, implement and evaluate learning that is inclusive of all tamariki
Carry out assessment for all tamariki which will be consistent with the Montessori approach to tamariki learning and development, and the principles and strands and goals of Te Whāriki that is supported by local curriculum planning
Form responsive and reciprocal learning partnerships with tamariki and whānau
Comply with the Education Council NZ Code of Professional Responsibility and Standards for the Teaching Profession
Have an awareness of how Te Whāriki connects with the New Zealand Curriculum, and work together with new entrant kaiako, parents and whānau to support transition to school
Develop and grow in knowledge and understanding of the Montessori philosophy through professional development and training
Engage in reflective practice.

Programme Planning Processes:
Programme Planning Processes are guided by the Montessori approach to learning and development, and are supported by the principles of Te Whāriki and our Bi-cultural Policy.
The principles of Te Whāriki are unpacked to identify how these principles are manifested and implemented at our preschool.
The preschool’s philosophy and vision incorporate these principle statements to show the values and beliefs that are important to us. These guide our operation and are central to all other policies.

Our Programme Planning is informed by:

Montessori principles and learning concepts (MJ2Ex document)
Observations
Tamariki voice
Parents/whānau voice and involvement in our curriculum
Tamariki strengths, interests, disposition, preferences and developmental needs
Assessment and evaluation (e.g. Learning Moments and Whānau Aspirations)
Information and learning from theories and research
Information and learning from professional development and teamwork
NELP (National Education and Learning Priorities
Interpreting Te Whāriki in a way that is meaningful to us
Te Whāriki examples of ‘practices that promote the learning outcomes’
Te Whāriki questions for reflections
Our Local Curriculum Priorities
Kōwhiti Whakapae which will support kaiako to strengthen planning/assessment and teaching practices to support all learners

Our Local Curriculum Priorities
Local Curriculum Priorities

The Montessori approach to learning and development lies at the heart of what we do
Interpreting the principles and strands of Te Whāriki in a way that is meaningful to us
Embedding bi-cultural practices in a natural and meaningful way - we journey alongside our whānau and tamariki learning together
Building strong, positive, respectful and trusting relationships
Encouraging parent/whānau involvement so that parents and whānau feel part of our learning community
Supporting tamariki to feel proud of their identity and culture and to respect and appreciate the cultures of others – acknowledging and celebrating – warm fuzzy jar, Kōwhai our kiwi.
Supporting tamariki to understand and develop the values of responsibility, respect, kindness and empathy
Fostering an environment where sustainable practices are part of what we do. Tamariki will learn to respect and take care of their environment and beyond.
Learning the importance of taking care of our bodies (physical, emotional, nutritional), through our journey with the Healthy Heart Foundation
Reaching out to our local community (excursions, getting to know our neighbours, inviting others into our preschool community, Lynn from the library visits etc)

Relevant Background (including Legislation/Regulation/Licensing references)
Licencing Criteria 2008, Curriculum, Criteria to Assess Curriculum Standard;

C101: the service curriculum is consistent with any prescribed curriculum framework that applies to the service (such as Te Whāriki);
C102: the service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of tamariki learning, their interests, whānau, and life contexts;
C103: adults providing education and care engage in meaningful, positive interactions to enhance tamariki learning and nurture reciprocal relationships;
C104: the practices of adults providing education and care demonstrate an understanding of tamariki learning and development, and knowledge of relevant theories and practice in early childhood education;
C105: the service curriculum acknowledges and respects the unique place of Māori as tangata whenua. Tamariki are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti O Waitangi;
C106: the service curriculum respects and supports the right of each tamaiti to be confident in their own culture and encourages tamariki to understand and respect other cultures;
C107: the service curriculum is inclusive, and responsive to tamariki as confident and competent learners. Tamariki preferences are respected, and they are involved in decisions about their learning experiences;
C108: the service curriculum provides a language-rich environment that supports tamariki learning;
C109: the service curriculum provides tamariki with a range of experiences and opportunities to enhance and extend their learning and development – indoors and outdoors, individually and in groups;
C110: the service curriculum supports tamariki developing social competence and understanding of appropriate behaviour;
C111: the service curriculum specifies the steps taken to respect and acknowledge the aspirations held by parents and whānau for their tamariki;
C112: the service curriculum specifies regular opportunities provided for parents to communicate with adults providing education and care and to be involved in decision- making concerning the learning of their tamaiti;
C113: the service is knowledgeable about and has processes for seeking information and guidance from agencies / services if required

Date: Term 3 2025

Next Review Date: Term 3 2027